AddressBelle Vue Primary School was established on the current site and opened on 14th August 1957.
With a current student population of approximately 150 students, Belle Vue is situated in spacious, well maintained grounds in Balwyn North. The spacious school grounds contain an oval, basketball court, a synthetic netball court and cricket pitch. Many mature trees provide shade. Additionally, our students enjoy grassed areas and other hard-surface play areas. In 2012, with the completion of the new BER building, considerable planting was undertaken. This adds to the already pleasant school grounds. The focus for this landscaping was on using indigenous plants.
Belle Vue is consistently above the median for all Victorian state schools according to Vic Curric and NAPLAN data. Compared to other schools, Belle Vue has performed above like schools when taking into account the background of our students. We will continue to focus on developing the capacity of our staff with weekly Professional Learning, mentoring, coaching and ongoing provision for feedback.
Our school takes pride in its strong community atmosphere, which fosters partnerships between students, staff, parents and the local community. Parental involvement covers a wide range of activities including shared reading, fundraising, multicultural day, lunch days and sporting activities. Programs are formally supported by school council and the Parents and Friends Association. TheirCare operates before and after school care programs.
Belle Vue offers quality, highly planned and documented programs in the domains of English, Mathematics, Science, Technology, Humanities, Health and Physical Education, Language Other Than English (Italian) and the Arts, which includes an annual drama/music production an Art Auction and Exhibition. Literacy and Numeracy are given priority through daily timetabled blocks. The school also has a Library Technician, Music Instructor and a Digital Technologies Tutor all of whom work closely with Classroom Teachers to deliver high quality programs. The community enjoys and supports regular performance assemblies.
Written student reports and Student Led Conferences provide information to parents on student achievement and progress. To know our students, teachers meet regularly in Professional Learning Teams to develop learning logs. The Annual Report to School Council details the advances and accomplishments of the school. The fortnightly online newsletter provides parents and the community with information and is used to inform and encourage participation in school events. The school also uses Compass to communicate with parents.
The school believes it is vital to build links with our community and know our students and their families. To this end, all staff are on duty and available to our community every day after school for thirty minutes. This has had a positive impact on staff-parent relationships and is highly valued by the community.
At Belle Vue Primary School we believe that every child has the right and capacity to learn and succeed.
We have high expectations of all learners and ensure that teachers maximise learning opportunities to ensure success.
With the implementation of this Strategic Plan and the continuation of weekly professional learning workshops, which focus on teaching and learning; building teacher capacity and accountability (in terms of assessment and data collection), regular support and feedback on planning, in class observations and reciprocal teaching, we can ensure that all staff have a shared vision and contextualise their teaching practices leading to improved performance outcomes for all students.
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
The Classroom Teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the Classroom Teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The Classroom Teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the Classroom Teacher gains experience his or her contribution to the school program beyond the classroom increases. All Classroom Teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 Classroom Teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 Classroom Teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 Classroom Teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 Classroom Teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 Classroom Teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
The role of Classroom Teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
